DOCSLIB.ORG

Duurzaamheid En CSR Aan De Europese Universiteiten

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Duurzaamheid En CSR Aan De Europese Universiteiten UNIVERSITEIT GENT FACULTEIT ECONOMIE EN BEDRIJFSKUNDE ACADEMIEJAAR 2012 – 2014 Duurzaamheid en CSR aan de Europese universiteiten Masterproef voorgedragen tot het bekomen van de graad van Master of Science in de Toegepaste Economische Wetenschappen: Handelsingenieur Valérie Huyghe Onder leiding van Prof. Dr. Yves Fassin UNIVERSITEIT GENT FACULTEIT ECONOMIE EN BEDRIJFSKUNDE ACADEMIEJAAR 2012 – 2014 Duurzaamheid en CSR aan de Europese universiteiten Masterproef voorgedragen tot het bekomen van de graad van Master of Science in de Toegepaste Economische Wetenschappen: Handelsingenieur Valérie Huyghe Onder leiding van Prof. Dr. Yves Fassin Permission Ondergetekende verklaart dat de inhoud van deze masterproef mag geraadpleegd en/of gereproduceerd worden, mits bronvermelding. Valérie Huyghe Woord vooraf the-sis-sen (thesiste, heeft gethesist): alle activiteit gerelateerd aan het schrijven van een proefschrift. De laatste twee jaar heb ik heel vaak “gethesist”. Soms met tegenzin, maar meestal met een enorme gedrevenheid om zoveel mogelijk universiteiten te laten deelnemen aan mijn onderzoek en vervolgens zo goed mogelijk de resultaten neer te pennen. Het thema trok me reeds in het begin heel erg aan wegens haar internationaal karakter. Mede door mijn Erasmusjaar in Italië heb ik gedurende mijn studies mijn horizonten verruimd en ben ik zeer geboeid door culturele verschillen in Europa (en wereldwijd). Bovendien is duurzaamheid en MVO een thema dat steeds meer aan belang wint, zeker in een stad als Gent. Mede hierdoor kon ik geboeid dagenlang “thesissen”. Vervolgens had ik graag enkele personen willen bedanken. Vooreerst bedank ik mijn promotor, Prof. Dr. Yves Fassin. Hij begeleidde me doorheen alle facetten van dit werkstuk: van inleiding tot opmerkingen, adviezen en antwoorden op de vele vragen. Bovendien introduceerde hij me ook bij deskundigen die me verder konden helpen. Ik wil deze mensen die me persoonlijk te woord stonden ook bedanken. In het bijzonder bedank ik ererector professon J. Willems (UGent), Riet Van de Velde (afdelingshoofd van de afdeling milieu aan UGent), Leen Audenaert (medewerkster ecocampus) en ererector Van Cauwenberge (UGent). Verder wil ik uiteraard ook alle universiteiten bedanken die deelnemen aan dit onderzoek en de tijd namen om mijn vragenlijst in te vullen. Tot slot wil ik ook mijn ouders bedanken die me de laatste jaren steunden in mijn opleiding tot handelsingenieur. Ook mijn broers en medestudenten die telkens te vinden waren voor advies of een ontspanningsmoment wil ik bedanken. Iedereen oprecht bedankt. i Inhoudsopgave WOORD VOORAF .................................................................................................................................................... I INHOUDSOPGAVE .................................................................................................................................................. II GEBRUIKTE AFKORTINGEN .................................................................................................................................... VI LIJST VAN TABELLEN ............................................................................................................................................. VII LIJST VAN FIGUREN ............................................................................................................................................. VIII 1. INLEIDING ......................................................................................................................................................... 1 2. LITERATUURSTUDIE .......................................................................................................................................... 2 1. 2.1 INLEIDING ................................................................................................................................................ 2 2. 2.2 MVO & DUURZAAMHEID ........................................................................................................................... 2 3. 2.3 MVO EN DUURZAAMHEID AAN UNIVERSITEITEN .............................................................................................. 6 2.3.1 Waarom duurzaamheid/MVO aan universiteiten? .................................................................................... 9 2.3.2 Hoe duurzaamheid/MVO implementeren in universiteiten? .................................................................... 11 4. 2.4 DUURZAAMHEID EN MVO IN EUROPA ........................................................................................................ 16 5. 2.5 STAKEHOLDERS VAN DE UNIVERSITEIT .......................................................................................................... 17 2.5.1 Overheidsbeleid voor MVO: de rol van de overheid in Europa ................................................................. 20 6. 2.6 GESCHIEDENIS DUURZAAMHEID EN MVO AAN UNIVERSITEITEN ........................................................................ 22 7. 2.7 VERDRAGEN, CHARTERS EN PARTNERSCHAPPEN ............................................................................................. 24 8. 2.8 EVALUATIE EN RAPPORTERING VAN DUURZAAMHEID AAN UNIVERSITEITEN .......................................................... 33 3. METHODOLOGIE ............................................................................................................................................. 38 9. 3.1 POPULATIE EN STEEKPROEF ....................................................................................................................... 38 10. 3.2 GEGEVENSVERZAMELING EN ANALYSE .......................................................................................................... 39 4. RESULTATEN ................................................................................................................................................... 46 11. 4.1 INLEIDING .............................................................................................................................................. 46 12. 4.2 ALGEMENE TREND ................................................................................................................................... 47 13. 4.3 VERGELIJKING PER LAND ........................................................................................................................... 50 4.3.1 Verschillen tussen landen ......................................................................................................................... 58 14. 4.4 VERGELIJKING PER REGIO .......................................................................................................................... 61 15. 4.5 VERGELIJKING PER RAPPEL ......................................................................................................................... 62 16. 4.6 VERGELIJKING PER RESPONDENT ................................................................................................................. 63 ii 17. 4.7 VERGELIJKING PER GROOTTE ...................................................................................................................... 64 18. 4.8 VERGELIJKING PER RANKING ...................................................................................................................... 65 19. 4.9 VERGELIJKING LEIDERS TEGENOVER VOLGERS. ............................................................................................... 66 20. 4.10 VERGELIJKING PER TYPE UNIVERSITEIT ........................................................................................................ 66 21. 4.11 VERGELIJKING PER OPRICHTINGSJAAR UNIVERSITEIT ...................................................................................... 66 22. 4.12 VERGELIJKING PER EERSTE INITIATIEVEN ..................................................................................................... 68 23. 4.13 CONCLUSIE .......................................................................................................................................... 69 5. ALGEMEEN BESLUIT ........................................................................................................................................ 74 6. BRONNEN ........................................................................................................................................................ IX 7. BIJLAGEN .......................................................................................................................................................... 1 24. 7.1 UNIVERSITEITEN WELKE EEN VRAGENLIJST ONTVINGEN ....................................................................................... 1 25. 7.2 BEGELEIDENDE BRIEF ................................................................................................................................ 13 26. 7.3 RICHTLIJNEN VERDRAG VAN TALLOIRES ........................................................................................................ 14 27. 7.4 RICHTLIJNEN COPERNICUS CHARTER ............................................................................................................ 15 28. 7.5 VRAGENLIJST DUURZAAMHEID/MVO AAN DE EUROPESE UNIVERSITEITEN .......................................................... 16 29. 7.6 DEELNEMENDE UNIVERSITEITEN GERANGSCHIKT PER LAND ............................................................................... 26 30. 7.7 BELANG EN IMPLEMENTATIE VAN INITIATIEVEN (PEOPLE PERSPECTIEF): UNIVERSITEITEN INGEDEELD VOLGENS LAND .... 28 31.
Load more

Recommended publications
  • Preventive Potential of a City Territorial Community Concerning Social Orphanhood Prevention
    Original Research Article: (2018), «EUREKA: Social and Humanities» full paper Number 6 PREVENTIVE POTENTIAL OF A CITY TERRITORIAL COMMUNITY CONCERNING SOCIAL ORPHANHOOD PREVENTION Larysa Kal’chenko Department of Post-doctoral student at Social Pedagogy Taras Shevchenko National University of Luhansk 1 Gogol sq., Starobilsk, Luhansk Region, Ukraine, 92703; Sub-department of Special Education and Inclusion Ivan Franko National University of Lviv 1 Universytetska stк., Lviv, Ukraine, 79000 [email protected] Abstract In the article the author reveals such concepts as “territorial community of a city”, “preventive potential”, “social capital”, “resourceful environment of a territorial community” in the context of social orphanhood prevention. Also in the research is present- ed author’s interpretation of the concept of “territorial co mmunity of a city” as a complex self-manageable social syste m of self-or- ganizing local communities (city quarters, areas of a big ci ty etc.), members of which are individuals, governmental an d non-gov- ernmental social organizations, non-commercial social organizations, neighborhoodhood groups and other microstructures united by common interests, goals and activity for treating own needs (everyday life, habitat, leisure time, education, communication) and localizations of possible of social risks, also solving of a problems of a territory. Characteristic features and features of effective functioning of territorial community are defined, among which are the following: presence of individual (separated members of a community) and collective subjects (network of public and governmen- tal organizations, social groups, neighborhoodhood unions etc.), their activity and degree of involvement in solving problems, character of interaction and permanence of connections between subjects (network of social interaction), availability of necessary resources of territorial community (as institutional, human, spiritual, time, material, administrative ones), territorial-cultural specificity of a community.
    [Show full text]
  • Archived Volume
    Zaporizhzhia National University Department of Computer Science Publication Repository Archived Volume th Title: ICT in Education, Research, and Industrial Applications. Proc. 15 Int. Conf. ICTERI 2019. Volume II: Workshops. Editor(s): Vadim Ermolayev Artur Korniłowicz Zaporizhzhia National University, Ukraine University of Bialystok, Poland Frédéric Mallet Hennadiy Kravtsov Université Cote d’Azur; CNRS, Inria, I3S, France Kherson State University, Ukraine Vitaliy Yakovyna Mykola Nikitchenko University of Warmia and Mazury Taras Shevchenko National University in Olsztyn, Poland; Lviv Polytechnic National Univer- of Kyiv, Ukraine sity, Ukraine Serhiy Semerikov Vyacheslav Kharchenko Kryvyi Rih State Pedagogical University, National Aerospace University “KhAI”, Ukraine UkraineAleksander Spivakovsky Vitaliy Kobets Kherson State University, Ukraine; Kherson State University, Ukraine Verkhovna Rada of Ukraine Provided by: Vadim Ermolayev (on behalf of volume editors) Group: Intelligent Systems, Dept. of Computer Science Project: ICTERI Published as: Ermolayev, V., Mallet, F., Yakovyna, V., Kharchenko, V., Kobets, V., Korniłowicz, A., Kravtsov, H., Semerikov, S., and Spivakovsky, A. (Eds.): ICT in Education, Research, and Industrial Appli- cations. Proc. 15th Int. Conf. ICTERI 2019. Volume II: Workshops. Kherson, Ukraine, June 12-15, 2019, CEUR-WS.org, online (http://ceur-ws.org/Vol-2393/) Publisher: CEUR Workshop Proceedings (http://ceur-ws.org/) Abstract: This volume represents the proceedings of the Workshops co-located with the 15th International Conference on ICT in Education, Research, and Industrial Applications, held in Kherson, Ukraine, in June 2019. It comprises 82 contributed papers that were carefully peer-reviewed and selected from 218 submis- sions for the five workshops: 3L-Person, CoSinE, ITER, RMSE, and TheRMIT. The volume is structured in five parts, each presenting the contributions for a particular workshop.
    [Show full text]
  • Newsletter Winter 2007-2008.Qxp
    PROGRAMME PARLAMENTAIRE CANADA-UKRAINE PARLIAMENTARY PROGRAM CANADA-UKRAINE PROGRAMME PARLEMENTAIRE ÏÀÐËÀÌÅÍÒÀÐÍÀ ÏÐÎÃÐÀÌÀ ÊÀÍÀÄÀ-ÓÊÐÀ¯ÍÀ CUPP 2007 Newsletter In 2008 CUPP will welcome the 18th group of Interns. WINTER 2007-2008 Issue Thank You Canada Contents Thank You Canada . 1 Lyubomyr REGUSH, CUPP'07 Ukrainian State University of Finance and CUPP honoured . 3 International Trade, Kyiv, Ukraine Impressions from a trip to Canada 7 MA student in International Economics Rt. Hon. Ramon Hnatyshyn CUPP Scholarship Beyond the politics . 9 My MP: Mario Silva, Toronto National security of Ukraine and its geopolitical choice . 10 Time is moving swiftly… And we was also a time of the acquisition Ukraine: To be with Europe or not are back in Ukraine – coming and of knowledge and skills which we to be with Russia? . 11 going, working and studying. We bring back to Ukraine, to our fam- Visit to Royal Military College... 13 are no longer one team. But there ilies and university communities. was one brief moment in time, There are many indicators which CUPP: Pride & Ambition . 14 which united all of us – CUPP'07. confirm this, and I would like to Holodomor . 15 It was not just a wonderful pro- describe just few of them. Passion and Politics . 17 gram or an unforgettable experi- First of all – the Ukrainian ence. It was a school of life! It community in Canada. Our com- True story about small beginnings18 was the experience of studying, munications with the Diaspora About CUPP People . 18 working, communicating and helped us to understand – that it is 20 young Ukrainians explore the expressing our own opinions.
    [Show full text]
  • The Canada-Ukraine Parliamentary Program (CUPP), the Chair of Ukrainian Studies at the University of Ottawa, Katedra Foundation and CUSF
    CANADA-UKRAINE PARLIAMENTARY PROGRAM CANADA-UKRAINE PROGRAMME PARLEMENTAIRE ÏÀÐËÀÌÅÍÒÀÐÍÀ ÏÐÎÃÐÀÌÀ ÊÀÍÀÄÀ-ÓÊÐÀ¯ÍÀ Established in 1990, CUPP was Canada's First Program of Assistance to Ukraine AUTUMN 2012 In this issue... A Gorillia has joined the elephant in the room Why we don't like Ukraine Dictatorship will not lead to prosperity Ukrainians in Irkutsk CUPP in Third Decade CUPP 2012 NEWSLETTER 2012 CUPP NEWSLETTER A "Gorilla" Has Joined the Elephant in the Room! ...............................................3 CUPP Interns ..............................................4 Why We Don't Like Ukraine ....................31 Is Ukraine's Youth Plunging Into Deep Career Individualism?.............................34 Implication of the Fact that a Significant Number of Ukraine's Population do not Consider Themselves Ukrainian Either in the National or Civic Sense .......................35 Etude About Post-crisis Ukraine: Seven Main Challenges – Opportunities ...........38 Wither the Bologna Process: The Coming Educational Crisis in Ukraine .................42 The CUPP Alumni Planned a Series of Conferences to Create a new Model of Governance for Ukraine ..........................44 Do Ukrainian Universities Need Autonomy? ..............................................46 Quo Vadis, Україно? – намагались On October 24, 2011, the first Ukrainian Day on the HILL took place in the House відповісти в Оксфорді ........................52 of Commons. Captioned are CUPP 2011 Interns who performed a concert in the Ukraine Loses Its Way.............................56
    [Show full text]
  • The Following Report Is a Result of the ITE‐VET Project Which Is Part of The
    Improving teacher education for applied learning in the field of vocational education (ITE‐VET) 574124‐EPP‐1‐2016‐1‐DE‐EPPKA2‐CBHE‐JP ‐ E+ CBHE STRUCTURED REPORT The following report is a result of the ITE‐VET project which is part of the Erasmus+ Programme of the European Union. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Improving teacher education for applied learning in the field of vocational education (ITE-VET) 574124-EPP-1-2016-1-DE-EPPKA2-CBHE-JP - E+ CBHE STRUCTURED REPORT TABLE OF CONTENT VET SYSTEM IN UKRAINE: OVERVIEW by IVET of NAES of 3 Ukraine VET TEACHERS’ TRAINING SYSTEM IN UKRAINE by IVET of 16 NAES of Ukraine COMPARATIVE ANALYSIS ON ORDERS OF STUDY OF FU- 29 TURE TEACHERS’ TRAINING ON ECONOMY DISCIPLINES FOR VET SCHOOLS IN HEI, UKRAINE VET TEACHERS’ TRAINING IN VADYM HETMAN KYIV NA- 40 TIONAL ECONOMIC UNIVERSITY VET TEACHERS’ TRAINING IN 46 IVAN FRANKO NATIONAL UNIVERSITY OF LVIV (IFNUL) VET TEACHERS’ TRAINING IN VASYL STEFANYK PRECAR- 51 PA-THIAN NATIONAL UNIVERSITY ANALYTICAL REFERENCE ON RESULTS OF VET TEACHING 58 STAFF SURVEY by IVET of NAES of Ukraine THE MODEL OF VET TEACHERS’ PRACTICE-ORIENTED 74 TRAININGby IVET of NAES of Ukraine ANNEXES 82 2 VET SYSTEM IN UKRAINE: OVERVIEW by IVET of NAES of Ukraine Ukraine’s vocational education and training (VET) system comprises both initial vocational education and training (IVET) and continuing vocational education and training (CVET) components. As of 01.09.2016, the VET network consisted of 926 institutions of which 922 are under the jurisdiction of the Ministry of Education and Science (MoES) and 4 are under jurisdiction of local municipalties.
    [Show full text]
  • Research Programme for 2016-2020 Improving Life
    Updates approved by the Senate of Mykolas Romeris University on 19 April 2018 Resolution No 1SN-31 RESEARCH PROGRAMME FOR 2016-2020 IMPROVING LIFE QUALITY AND ENHANCING EMPLOYMENT POSSIBILITIES Vilnius, 2018 1 CONTENTS I. ANALYTICAL REVIEW.......................................................................................................... 3 II. AIM, RESEARCH TOPICS, OBJECTIVES, MEASURES OF IMPLEMENTATION, EXPECTED QUALITATIVE RESULTS....................................................................................32 III. EXPECTED QUANTITATIVE RESULTS...........................................................................53 IV. POTENTIAL COOPERATION WITH OTHER INSTITUTIONS....................................58 2 RESEARCH PROGRAMME IS IMPLEMENTED BY: Faculty of Economics and Business Management Institute of Education Science and Social Work Institute of Psychology Life Quality Laboratory Gender Research Laboratory Psychological Well-being Laboratory Environmental Psychology Research Cente Sociological Research Laboratory Life-long Learning Laboratory RESEARCH PROGRAMME WAS PREPARED AND UPDATED 2018 IN ACCORDANCE WITH: The Europe 2020 Strategy The European Commission Justice Programme The EU Programme Europe for Citizens 2016-2020 The EU Programme Rights, Equality and Citizenship Programme 2014-2020 Lithuania’s Progress Strategy Lithuania 2030 Programme of the 17th Government National Progress Programme for Lithuania for the Period 2014–2020 National Programme for the Development of Studies, Scientific Research and Experimental
    [Show full text]
  • Joint Submission to the Universal Periodic Review of Ukraine By
    Joint submission to the Universal Periodic Review of Ukraine by ARTICLE 19, Centre for Democracy and Rule of Law, Anti-corruption Research and Education Centre, Human Rights Information Centre, Human Rights Platform, and Regional Press Development Institute For consideration at the 28th Session of the Working Group in November 2017 30 March 2017 Executive Summary 1. The submitting organisations welcome the opportunity to contribute to the third cycle of the Universal Periodic Review (UPR) of Ukraine. This submission focuses on Ukraine’s compliance with its international human rights obligations, in particular in respect to the right to freedom of expression and information. 2. The submission notes positive progress in protecting these rights since Ukraine’s last review, related to reforms implemented by the Poroshenko government, in power since 2014 following popular protests and the fall of the Yanukovych government. 3. It addresses the following areas of concern: • Attacks on journalists, media workers and activists • Media pluralism • Restrictions on freedom of expression related to national security • Access to public information • Freedom of expression in Crimea and the Donbas Attacks on journalists, media workers and activists 4. Ukraine accepted recommendations from Austria, Chile and France on improving protections for journalists during their last UPR. There has been progress in this regard: the Institute for Mass Information reported a decline in the number of violations of journalistic rights, encompassing physical assaults, other forms of censorship and restricting access to information, from 496 to 264 during the period 2013-2016.1 This includes a significant decline in the number of assaults and beatings cases, from 97 instances in 2013 to 31 cases in 2016.
    [Show full text]
  • Factors Affecting the Social Transformation Process in Ukraine
    Journal of Geography, Politics and Society, Year IV, no. 1(7), June 2014 ISSN 2084-0497 [email protected] MAIN FACTORS AFFECTING THE SOCIAL TRANSFORMATION PROCESS IN UKRAINE Oleksandr RADCHENKO Taras Shevchenko National University of Luhansk, Department of Public Service, Administration and Management, 2 Obronna str., Luhansk, Ukraina, e-mail: [email protected] Aleksander KUCZABSKI Pomeranian University in Slupsk, Department of Geography and Regional Studies, 27 Partyzantów str., 76-200 Słupsk, Poland & Lviv Regional Institute of Public Administration of the National Academy of Public Administration Office of the President of Ukraine, 16 Sukhomlynskoho str., 79491 Briukhovychi-Lviv, Ukraina, e-mail: [email protected] Tomasz MICHALSKI University of Gdansk, Department of Regional Development Geography, 4 Bażyńskiego str. 80-952 Gdansk, Poland. e-mail: [email protected] Abstract: The aim of the study is to show the main socially determined reasons for the hitherto failure of the transformation process in Ukraine. Social factors of failures have been divided into external and internal ones. The main external one lies in the imperialist politics of the Russian Federation exploiting the existence of the "homo sovieticus'' and a large Russian-speaking minority in Ukraine. Internal factors are divided into the ones related to identity problems of Ukrainian citizens (ethnic diversity and, again, "homo sovieticus") and those resulting from the weakness of political elites, which, for almost the past quarter of a century have not been able to lead to the creation of even the initial phase of a civil society in Ukraine. Keywords: system transformation, society, Ukraine 5 Introduction The objective of the paper is to show the main socially determined reasons for the hitherto failure of the transformation process in Ukraine.
    [Show full text]
  • Intellectuals' and Artists' Responses to the Ukraine
    When the Muses are not Silent: Intellectuals’ and Artists’ Responses to the Ukraine- Russia Conflict and post-Maidan Developments in Ukraine Convened by Yuliya Yurchuk (Prisma Ukraïna Visiting Fellow 2018) The workshop is dedicated to the question of the position of intellectuals in Ukraine in relation to the war in the east of the country and specifically to the role of historians, writers, and artists with regard to the production of discourses on the Ukraine-Russia conflict and the post-Maidan situation in Ukraine. After the end of the mass protests in 2014, new tendencies can be observed in the formation of new discourses in political, intellectual and artistic fields. Intellectuals and artists face a difficult and (not already) theoretical question on whether they can stay neutral and detached from turbulences that shatter the worlds they are living in. Many scholars, media specialists, writers and artists took open activist position and became active participants in the military conflict. Even if they do not participate directly in the battlefields many of them see their professional activities as weapons in the war which is often described as the “war of narratives”, “hybrid war,” or “information war”. The workshop brings together scholars of different disciplines who give fresh insights on the situation in Ukraine, from both national and local perspectives, taking into account different actors in the field of politics, academic history, media, and art. 9:30 – Welcome and Introduction (Yuliya Yurchuk, Andrii Portnov, Ewa Dąbrowska) 10:00 – 11:00 Session 1. Post-Maidan Ukraine. Main Tendencies in Identity and Memory Politics. Chair: Sophie Lambroschini Valeria Korabliova (University of Basel).
    [Show full text]
  • In This Issue... a Gorillia Has Joined the Elephant in the Room Why We
    CANADA-UKRAINE PARLIAMENTARY PROGRAM CANADA-UKRAINE PROGRAMME PARLEMENTAIRE ÏÀÐËÀÌÅÍÒÀÐÍÀ ÏÐÎÃÐÀÌÀ ÊÀÍÀÄÀ-ÓÊÐÀ¯ÍÀ Established in 1990, CUPP was Canada's First Program of Assistance to Ukraine AUTUMN 2012 In this issue... A Gorillia has joined the elephant in the room Why we don't like Ukraine Dictatorship will not lead to prosperity Ukrainians in Irkutsk CUPP in Third Decade CUPP 2012 NEWSLETTER 2012 CUPP NEWSLETTER A "Gorilla" Has Joined the Elephant in the Room! ...............................................3 CUPP Interns ..............................................4 Why We Don't Like Ukraine ....................31 Is Ukraine's Youth Plunging Into Deep Career Individualism?.............................34 Implication of the Fact that a Significant Number of Ukraine's Population do not Consider Themselves Ukrainian Either in the National or Civic Sense .......................35 Etude About Post-crisis Ukraine: Seven Main Challenges – Opportunities ...........38 Wither the Bologna Process: The Coming Educational Crisis in Ukraine .................42 The CUPP Alumni Planned a Series of Conferences to Create a new Model of Governance for Ukraine ..........................44 Do Ukrainian Universities Need Autonomy? ..............................................46 Quo Vadis, Україно? – намагались On October 24, 2011, the first Ukrainian Day on the HILL took place in the House відповісти в Оксфорді ........................52 of Commons. Captioned are CUPP 2011 Interns who performed a concert in the Ukraine Loses Its Way.............................56
    [Show full text]
  • Current Problems of State and Law
    MINISTRY OF EDUCATION AND SCIENCE OF UKRAINE National University “ODESSA LAW ACADEMY” CURRENT PROBLEMS OF STATE AND LAW Collection of research papers Issue 73 Odessa “Yurydychna Literatura” 2014 UDC 340(063) LBC 67.0я43 А 437 The present collection of scientific papers considers problems of modern jurisprudence in the context of sustainable development of state institutions and certain areas of law. Most published researches are carried out by scholars of Na- tional University “Odessa Law Academy” within such fundamental and applied topics as “Development and improvement of existing legislation to strengthen human rights protection potential of courts, prosecutors and other law enforce- ment agencies”, “Organizational and legal framework for state support of marine economy of Ukraine”, “Methodological basis for improvement of the civil leg- islation of Ukraine”, “Complex research of evidence-based activity of the court (judge) in criminal procedure of Ukraine”, “Innovational and organizational legal mechanism of creation and operation of communal shipping companies in Ukraine”. The collection is intended for scholars, lawyers, postgraduate students and students who are engaged in this issue. Editorial Board: Doctor of Law Sciences, Professor S. Kivalov (Chief Editor), Doctor of Law Sciences, Professor V. Dryomin (Deputy Editor), Doctor of Law Sciences, Professor Y. Alenin, Candidate of Law Sciences, Professor M. Arakelian, Candidate of Law Sciences, Professor L. Bila-Tiunova, Doctor of Law Sciences, Professor O. Vyshniakov, Doctor of Law Sciences, Professor M. Damirli, Doctor of Law Sciences, Professor Y. Dodin, Candidate of Law Sciences, Professor V. Zavalniuk, Candidate of Law Sciences, Professor I. Karakash, Doctor of Law Sciences, Professor Y. Oborotov, Doctor of Law Sciences, Professor M.
    [Show full text]
  • CUPP Newsletter Fall 2018
    CANADA-UKRAINE PARLIAMENTARY PROGRAM ПАРЛЯМЕНТАРНА ПРОГРАМА КАНАДА-УКРАЇНА PROGRAMME PARLAMENTAIRE CANADA-UKRAINE NEWSLETTER CUPP NEWSLETTER ISSUE #1, 2018 Education and Knowledge“ “ will ensure an independent future for Ukraine Real Change. “ “ Enduring Change, Takes one step at a time ANNA MAZURENKO CHILDREN'S HEALTH CENTRE - Lviv BRAIN BASKET FOUNDATION | PROFESSIONAL GOVERNMENT INSTITUTE and UKRAINIAN LEADERSHIP ACADEMY CUPP 2018 NEWSLETTER ISSUE #1 1 CONTENTS ABOUT CUPP On July 16, 1990, the Supreme Soviet of the Ukrainian SSR adopted About CUPP.............................................................. 2 the Declaration of Sovereignty, which declared that Parliament rec- ognized the need to rebuild the Ukrainian state based on the Rule Professional Government Institute (PGI)........ 2 of Law. TEACH for UKRAINE............................................. 3 On August 24, 1991, the Ukrainian Parliament adopted the Decla- ration of Independence, which the citizens of Ukraine endorsed in Anna Mazurenko Children’s Health Centre.... 3 the referendum of December 1, 1991. Also in 1991, Canadians cel- ebrated the Centennial of Ukrainian group immigration to Canada. Ukrainian Leadership Academy......................... 3 To mark the Centennial, Canadian organizations planned programs and projects to celebrate this milestone in Canada’s history. Life Before and After CUPP.................................. 3 The Chair of Ukrainian Studies Foundation of Toronto marked the Address by CUPP Director Ihor Bardyn........... 4 Centennial by establishing the CANADA-UKRAINE PARLIAMENTA- RY PROGRAM (CUPP) for university students from Ukraine in the Meeting with Ambassador Roman Waschuk... 5 House of Commons. CUPP gives Ukrainian students an opportunity to observe parlia- CUPP BIOs................................................................ 6 mentary democracy and government and gain experience from which generations of Canadian, American and West European stu- CUPP Favourite Place/Landmarks...................
    [Show full text]